A Study On English M. Ed. Interns’ Perceptions Of Teacher Efficacy

Although there are many researches on teachers’ sense of efficacy, this study fills the blank of English M. Ed. interns’ perceptions of teacher efficacy. In recent years, many normal universities began to recruit M. Ed. students and reform the training program, especially in the practicum. In order to maximize the effects of the practicum, it is necessary to boost the student teachers’sense of efficacy.This study divided teacher self-efficacy into five dimensions: education perception, instructional design, interaction, classroom management, teaching strategy. Based on the Student Teachers’Sense of Efficacy Questionnaire compiled by the author, the study attempts to investigate the current situation of English M. Ed. interns’ perceptions of teacher efficacy in general and probe into the significant difference in personal factors (basic information, academic study, English capability, teaching experience) and school factors (school moral, resource support, teacher relation, teacher-student relation, student performance, cooperating teacher). The follow-up interview focuses on the factors constructing English M. Ed. interns’ perceptions of teacher efficacy.Through the research on the 23 English M. Ed. interns’ perceptions of teacher efficacy, the results are as followed on the basis of SPSS 17.0:First, English M. Ed. interns’ perceptions of teacher efficacy is at relatively upper-medium level in general, with efficacy for education perception the highest, and classroom management the lowest.Second, English M. Ed. interns’ overall perceptions of teacher efficacy is positively correlated with age, English proficiency and teaching experience. There is a significant difference between efficacy for education perception and gender. Concerning academic study of English M. Ed. interns, significant difference exists in both efficacy for education perception and efficacy for instructional design. And only education perception efficacy and interaction efficacy are not closely related to English M. Ed. interns’ teaching experience.Third, all the school factors are closely related to English M. Ed. interns’ perceptions of teacher efficacy.Fourth, it is English M. Ed. interns’ cognitive process and reflective thinking that exert huge-impact on the constructing of their perceived self-efficacy. Both internal factors and external factors together contribute to constructing English M. Ed. interns’ perceptions of teacher efficacy.